The assessment, in educational institutions can take many forms, such as test scores, teacher observation and informal questioning, but to take the ultimate meaning, purpose and / or objective of the evaluation is inevitably up to the teacher. We are simply trying to write a book, numbers can relieve our administrators, or are we looking for a deeper understanding of our students and our, ability? My loyalty is behind the latter. Both for the welfare of our students, ourselves, our school or the state should be evaluated on the objective of assessing student learning and understanding, at the same time, measuring the effectiveness of our own to get this objective will be addressed. In simple terms, we can determine not only students what they know, but the success of our teaching strategies / methods.
Stice & call (1987) argue that "the paramount consideration in the assessment and evaluation to figures that the children considered to be labeled and to produce the comparison." It is true that each of these considerations have declared their merits; ranking for science and the recognition, identification, determine the most appropriate methods for teaching equipment (such as gifted or exceptional) and compared to determine an average level of competence the students, but such considerations are only part of the story. As I see it, do analysis, documentation and evaluation of more than just a link to the charts for the students. They are widely used tools to enrich our students' knowledge of themselves and their way of learning (metacognition) and our pedagogy.
The assessment, in terms of quality score, both a motivating force and be unsettling. On the one hand, a good measure significantly increase a student's self-understanding and encourage him / her to repeat or surpass that success in the future. On the other hand, a bad mark to discourage a decrease student and his / her academic spirit. At any time it is our job as teachers for our students with the encouragement, optimism and above all to support services. Regardless of the scores received by students, the scores should be used to illuminate both the student's strengths and weaknesses in his / her current understanding of a topic, and then clarify what your goal (s) or objective (s) of the lesson should be more attention to collect from the students than the teacher. Although test results and homework are important for learning extended to a student who is not in itself a means to an end. Documentation of the examination is necessary to add a voting rights perspective.
Stice & call (1987) argue that "the paramount consideration in the assessment and evaluation to figures that the children considered to be labeled and to produce the comparison." It is true that each of these considerations have declared their merits; ranking for science and the recognition, identification, determine the most appropriate methods for teaching equipment (such as gifted or exceptional) and compared to determine an average level of competence the students, but such considerations are only part of the story. As I see it, do analysis, documentation and evaluation of more than just a link to the charts for the students. They are widely used tools to enrich our students' knowledge of themselves and their way of learning (metacognition) and our pedagogy.
The assessment, in terms of quality score, both a motivating force and be unsettling. On the one hand, a good measure significantly increase a student's self-understanding and encourage him / her to repeat or surpass that success in the future. On the other hand, a bad mark to discourage a decrease student and his / her academic spirit. At any time it is our job as teachers for our students with the encouragement, optimism and above all to support services. Regardless of the scores received by students, the scores should be used to illuminate both the student's strengths and weaknesses in his / her current understanding of a topic, and then clarify what your goal (s) or objective (s) of the lesson should be more attention to collect from the students than the teacher. Although test results and homework are important for learning extended to a student who is not in itself a means to an end. Documentation of the examination is necessary to add a voting rights perspective.
